Karen Kaminski

Workforce readiness: A study of university students' fluency with information technology

This study with data collected from a large sample of freshmen in 2001 and a random stratified sample of seniors in 2005 examined students perceived FITness (fluency with Information Technology). In the fall of 2001 freshmen at a medium sized research-one institution completed a survey and in spring 2005 a random sample of graduating seniors completed a similar survey. The surveys measured the students self-reported proficiency in basic information technology knowledge and skills such as word processing and presentation software as well as more complex applications such as digital audio. We found a significant increase in perception of skills in presentation software and browsers and although both groups reported low skill levels, a significant decrease in perception of skills in database, web animation, programming, desktop publishing, digital video, and video audio. Although one might assume an undergraduate would indicate an increase in information and communication technology skills, this study found that often students perceptions of ability decline. However this decrease may be due to their increased awareness of the skills needed in the workforce.

Personal Tales of Instructional Design from the Facilitator’s Perspective

Graduate students in adult education and training share the reflective process of instructors/trainers asked to remove their facilitator hats and don an instructional designer hat. Many do not know what this hat looks like. The goal is to develop their own reflective process of ID that fits their field. The students create their own visual of the instructional design process to tell their story. These stories come from a broad range of professional fields.

Designing Instruction Through Cognitive Theory, Problem Solving, and Learning Transfer: An Ethnographic Case Study

Adult Basic Education teachers indicate they need unique tools to help their students gain critical thinking and problem-solving skills. This ethnographic study provides a view into the process of designing such instruction by a team of graduate students whose expertise is in the area of learning and teaching rather than instructional design.